Scenario 7: Circular Economy

Planetary boundaries define limits within humanity can operate safely as transgressing them (ex: climate-change, biodiversity loss) presents the risk of crossing thresholds able to trigger non-linear, abrupt environmental changes within continental to planetary-scale systems. These will increasingly influence society, namely its consumption pattern and the relation of citizens and businesses with the surrounding environment and its available resources. Earth Overshoot Day (EOD) is an elucidatory example of the pressure put on the planet, illustrating the calendar date on which humanity’s resource consumption for the year exceeds Earth’s capacity to regenerate them. Results for EOD in 2024 for Austria (Apr 7), Italy (May 19), Spain (May 20) or Portugal (May 28), show that we exhaust our resources very early in the year and stress the long journey to improve their use, calling for immediate action.

This Challenge-Based Learning (CBL) scenario aims to foster Circular Economy solutions to drive efficient resource management, reducing linear economy “take-make-dispose” models, by engaging VET schools on the building or improving of business models, tools and processes for extending the Value Hill of products enhancing the set of solutions to address critical challenges like repair, re-use/redistribute, refurbish, remanufacture and recycle for extending materials use.

Linked to SDGs:
SDG 8: Decent Work and Economic Growth
SDG 9: Industry, Innovation, and Infrastructures
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 17: Partnerships for the Goals

General Information about the Project

Institutions Involved:

VET providers: Leading the project and providing academic support; cooperation intra and inter-school.
Public entities: Presenting solutions that need to be solved.
Local Businesses And Industries And Other.
Economic Actors: As inspiring examples that have solved similar situations and as transformers in the value chain.

⦁ Challenge Providers: Local Government/Public Entities and Local Economic actors.

⦁ Number of Learners: At least 20 per VET team.

⦁ Learners: VET students from various disciplines including engineering, environmental science, and urban planning.

⦁ Duration: 4-5 months.

Defined Task of the Project/Challenge

To develop and implement circular economy solutions on several levels, since solutions for scholarly context until solutions for the local level that can scale up.

Objectives of the Project

The task of the project involves following objectives:

Improving the ability to identify circular economy opportunities.
Encouraging critical thinking of the concept of circularity.
Innovative solutions that contribute to the valorization of materials throughout the value chain, contributing to the development of solutions that enable the repair, re-use/redistribute, refurbish, remanufacture and recycling of materials.
To provide students with professional growth and contact with different stakeholders (public entities, companies, other professionals..).
Deep dive into the circular economy concept as a paradigm to drive efficient resource management and develop sustainable solutions.

Challenge Description

Structure of the Challenging Case:

What are the current challenges faced by different sectors in terms of implementing circular economy practices?
How do productive sectors integrate design, production, consumption, and waste management towards circular economy business models?
How can various sectors be more effectively integrated towards circular approaches namely for repair, re-use/redistribute, refurbish extend materials use?
How can technology help to improve efficiency and reduce the environmental impact within the circular economy model?

Guiding Questions:

What are the main contributors to waste generation and resource inefficiency in the current (economic) model?
How can sustainable materials and renewable resources be incorporated into production and consumption processes?
How can products be kept in use for as long as possible at their highest value on the Value Hill?
What successful strategies from other cities or regions can be adopted to promote circular economy practices?

Connections between Challenge-Institution-Environment

Problems to be Solved:

Significant waste generation due to loss of value or loss of usability by materials leading to excessive use of resources in the existing economic framework.
Inefficiencies in the processes of production, consumption and post consumption.
Insufficient awareness and participation from the community in circular economy initiatives.
Opportunity to change and make the Value Hill of products more efficient, extending materials use and or reducing resources needed.

Statement of Local Issues:

High levels of waste and resource inefficiency are one of the biggest problems to solve in urban areas. Addressing these challenges requires active participation from the community and local organizations to effectively transition to a circular economy.The construction industry faces significant challenges in reducing its environmental impact while meeting growing demands for infrastructure and housing. The involvement of the community and local institutions is crucial to address these issues effectively.

Strategies of Problem Solving

Problem-Solving Strategies:

Identify target audience/customers, their problems, and which type of solutions are desired, needed, or able to be integrated into their current practices.
Ideation or tunning of existing ideas and fitting to problem/customers. The main goal is to answer the question “HOW CAN I HELP”? by focusing on a DIGITAL-ECO-Solution to be further explored and developed.
Work on your solution by rapid prototyping. Draft an exploitation strategy, preparing the prototype for further improvement towards piloting and demonstration, final implementation, etc.

Data-Driven Analysis: So that participants can come up with a solution for it or adapt existing ideas most effectively, is important to create an engagement with the topics, starting to search what has been done. This is a networking and “open your eyes” exercise for broadening the perception of reality and can include going out in local communities to identify possible challenge providers or engaging actively with already existing ones to answer the following illustrative questions. This can include brainstorming actively with other learners and partners – to generate a wide range of ideas without judgment. Use techniques like mind mapping, SCAMPER, and role-playing to spark creativity.

Stakeholder Engagement: This challenge prioritizes the involvement of local public bodies since it is up to them to solve society’s problems at all levels. However, this circular economy challenge also involves companies, as they are the ones who provide and develop products and solutions. Lastly, the involvement of the local community as a whole is essential, because a change has to be introduced that can’t be done without the input of people, pupils, the wider school community, etc.

Innovative Solution Development: At the heart of the project is the creation of groundbreaking ideas. Learners will engage in collaborative brainstorming and design-thinking workshops for innovative concepts. These ideas will be brought to life through prototyping and pilot testing. Highlighting technology, the project will explore advanced solutions for efficient and longer resource use, waste reduction, and recycling. The possibilities of incorporating renewable or recycled materials, sustainable production processes and routes to allow for repair, re-use/redistribute, refurbish, remanufacture will also be examined. To bridge the gap between innovation and community use, learners will create user-friendly digital tools that encourage circular economy practices.

Technology Integration and Eco-Digitalisation: Modern sustainable practices are heavily needful in digital solutions. Students will develop cutting-edge digital platforms and applications to tackle circular economy challenges. This includes exploring intelligent tracking systems, real-time resource management, and efficient production, remanufacture and recycling processes. Additionally, they will investigate the role of technology in promoting services intended at extend products use by repair, re-use/redistribute, refurbish or shared services, such as community tool libraries, product rental systems, and collaborative consumption models, reducing the need for new products. By leveraging data analytics and artificial intelligence, students can enhance resource efficiency and user experiences.

Testing and Refining Through Action: Once promising concepts are developed, the project will move from theory to practice through small-scale implementations. These pilot projects will enable students to test the practicality, usability, and impact of their solutions in real-world environments. Collecting feedback from stakeholders—such as community members, businesses, and partner organizations—is essential during this phase. This interactive process allows students to refine their solutions, addressing any issues and improving functionality. Through continuous testing and refinement, students can ensure their final solutions are practical and functional.

By integrating these strategic methods, learners will not only devise innovative solutions but also acquire the expertise needed to lead in the circular economy. Simultaneously, community engagement and educational initiatives will be undertaken to increase awareness, encourage behavioral change, and foster a supportive environment for sustainable resource management.

Phases of Problem Solving

Timeframes of Activities by months:

Month 1: Problems identification and understanding, initial research and stakeholder engagement, refining of problem statement, identify user needs and requirements.
Month 2-3: Ideation and Conceptualization, Development of sketches and storyboards of solutions and low-fidelity prototypes, gather early feedback from peers and stakeholders.
Month 3-4: Design and high-fidelity prototyping of selected concept, testing and refinement of solutions. Prepare documentation of the design and prototyping process.
Month 4-5: Develop a pilot testing, scalability assessment and implementation plan. Prepare presentation and communication.

Outcomes

Immediate Outcomes:

Knowledge of the typology of solutions and insights into new solutions.
Development of ideas and pilot projects for innovative circular economy solutions.

Long-Term Outcomes:

Deliver a well-researched, tested, and feasible prototype that demonstrates a practical solution to a specific circular economy challenge.
The valorization of resources through the solutions proposed and developed.
Introducing communities of practice to solve global problems.

Innovative Aspects:

The extended use and reuse of materials, thus reducing waste and preventing input of new resources.
Adapting the concept of the circular economy to all areas, thus providing innovation in specific areas.

Impact of the Project

Owners of the Result:

Public Entities
Involved Companies
VET providers
Society in general

Related Outcomes:

Enable the involvement of various entities to solve global problems.

Environmental Changes:

Reduced carbon emissions and environmental impact in manufacturing/production/use/discard stages of the life cycle of products.

The project’s success will be measured by its contribution from circular economy solutions applicable in several areas. By fostering innovation, collaboration, and community engagement, the project aims to create a lasting impact and pave the way for a sustainable future.

Competences Gained Through the Project

This CBL project is designed to equip students with a valuable set of competencies that will benefit them in their academic and professional careers. Here’s a breakdown of the key competencies students can expect to develop:

Technical Skills:

Data Analysis and Visualization: Students will hone their skills in collecting, analyzing, and interpreting data on resource usage, waste generation, possibilities for extending products, or its components and materials use, including collect the public opinion regarding sustainability practices to circularity. They will learn to use data visualization tools to effectively communicate their findings.
Digital Literacy: Project activities will involve the use of digital tools and platforms, including social media, educational software, and potentially mobile app development. Students will gain proficiency in navigating the digital landscape and applying these tools for circular economy solutions.
Project Management: Participating in a collaborative project fosters project management skills such as planning, organization, task delegation, and meeting deadlines. Students will learn to manage their time effectively and collaborate productively within a team.

Problem-Solving and Critical Thinking:

Systems Thinking: The project requires analysis of the Value Hill of products as a whole, considering all possibilities to improve sustainability. These fosters systems thinking and the ability to identify the root causes of problems.
Creative Problem-Solving: Students will be challenged to develop innovative solutions to complex circular economy challenges. Brainstorming techniques, design thinking methodologies, and user-centered approaches will be employed to encourage creative thinking and the generation of effective solutions.
Critical Evaluation: Throughout the project, students will be required to critically evaluate proposed solutions, consider their feasibility, and assess their potential impact on sustainability and the community.

Communication and Collaboration:

Effective Communication: Students will need to communicate effectively with diverse audiences, including peers, stakeholders (local government, companies), and the general public. They will hone their written, verbal, and visual communication skills.
Teamwork and Collaboration: The project emphasizes collaborative learning, requiring students to work effectively within a team. They will learn to share ideas, manage conflict, and contribute to achieving common goals.
Stakeholder Engagement: The success of the project hinges on productive relationships with stakeholders. Students will develop skills in stakeholder identification, communication, and collaboration, understanding the importance of involving various players in the solution development process.

This comprehensive set of competencies will empower students to become future leaders in the circular economy practices and projects. They will be equipped to tackle complex problems related with resource management, innovate solutions, collaborate effectively, and contribute to a more sustainable future.

Open Educational Resources (OERs)

References

⦁ Rockström et al. 2009. Planetary boundaries: exploring the safe operating space for humanity. Ecology and Society 14(2): 32. [online] Available at: http://www.ecologyandsociety.org/vol14/iss2/art32
⦁ Earth Overshoot Day; Available at: https://overshoot.footprintnetwork.org/
⦁ Achterberg, E., Hinfelaar, J. and Bocken, N. (2016), “Master Circular Business With the Value Hill”, Available at: https://circulareconomy.europa.eu/platform/en/knowledge/master-circular-business-value-hill
⦁ European Commission. A new Circular Economy Action Plan. Available at: ⦁ https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1583933814386⦁ &⦁ uri=COM:2020:98:FIN.
⦁ European Parliament. Circular economy: definition, importance and benefits | Topics | European Parliament. Available at: https://www.europarl.europa.eu/topics/en/article/20151201STO05603/circular-economy-definition-importance-and-benefits.
⦁ Ellen Macarthur Foundation. Circular Economy Introduction. Available at: https://www.ellenmacarthurfoundation.org/topics/circular-economy-introduction/overview.
⦁ Circular Economy. Available at: https://www.unepfi.org/pollution-and-circular-economy/circular-economy/.
⦁ Closing the Skills Gap: Vocational education and training for the circular economy – Insights – Circle Economy. Available at: https://www.circle-economy.com/resources/closing-the-skills-gap-vocational-education-and-training-for-the-circular-economy.

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